What do we know about learning and teaching second languages: Implications for teaching
Title
What do we know about learning and teaching second languages: Implications for teaching
What do we know about learning and teaching second languages: Implications for teaching
Keywords: Second language acquisition, second language teaching, foreign language teaching, teacher development, second language research
Authors
Francis Mangubhai
University of Southern Queensland Toowoomba, Australia
mangubha@usq.edu.au
Francis Mangubhai
University of Southern Queensland Toowoomba, Australia
mangubha@usq.edu.au
Bio Data
Francis Mangubhai has been a TESOL teacher, a teacher trainer, and a researcher in applied linguistics over three decades. His current research interests are in the area of teacher thinking, learning strategies, beliefs about language learning, and communicative approaches to teaching. He is currently at the University of Southern Quuensland.
Abstract
In the last twenty-five years a number of insights have been achieved through research on the processes of second language acquisition/learning. This article discusses some of these insights, drawing implications for teachers for their classroom practice. In addition, there is a brief discussion on some of the insights that have been achieved about teachers’ practical theories or teacher knowledge in the general education field. It is argued that in order for some of the insights to be translated into classroom practice, teachers and teacher educators have to understand the ways in which teachers’ practical theories develop and consequently the types of behaviours teachers would wish to exhibit if they are to continue to develop professionally as teachers.
In the last twenty-five years a number of insights have been achieved through research on the processes of second language acquisition/learning. This article discusses some of these insights, drawing implications for teachers for their classroom practice. In addition, there is a brief discussion on some of the insights that have been achieved about teachers’ practical theories or teacher knowledge in the general education field. It is argued that in order for some of the insights to be translated into classroom practice, teachers and teacher educators have to understand the ways in which teachers’ practical theories develop and consequently the types of behaviours teachers would wish to exhibit if they are to continue to develop professionally as teachers.
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See pages 46-68
[/private]Category: Main Editions, Volume 8 Issue 3
